In both diagnostic procedures and in program prescriptions, this book attempts to deal with the problem of the Hispanic child who speaks no Spanish and who, in fact, may be discouraged from learning Spanish by parents who mistakenly feel they are helping the child make a quicker transition to the dominant culture. The first three chapters present some curriculum and instructional methods that can and should be used with groups of Hispanic children who speak English. In the first chapter, three fundamental premises are given: (1) curricula designed for middle-class native English-speaking children are not conducive to teaching Hispanic children; (2) English-speaking Hispanic students may not be proficient enough to succeed in the standard curriculum; and (3) instructional personnel need to develop a curriculum appropriate for English-speaking Hispanic children. In chapter two, current research is used to expose and discredit myths and stereotypes about Hispanic children and in chapter three, suggestions are offered to teachers/supervisors for becoming better acquainted with the needs and school problems of Latino students. An annotated bibliography is divided into four parts: Mexican American (Chicano), Puerto Rican, Latin American, and Cuban. Sources are listed in three areas: History and Culture, Contributors to Present Society, and Imaginative Literature. (Author/AN)